G 


F 


^ 

TheMiami  Bulletin 

(Published  monthly  by  Miami  University  and  entered  at  the  Post-office,  Oxford, 
Ohio,  as  second-class  mail  matter.) 

Series  VI.  April  1907.  Number  2 

•*  THE 

MANUAL 

ARTS 

FOR  PUBLIC  SCHOOLS 


WITH  SPECIAL  REFERENCE  TO 

ADAPTATION  TO  THE  SMALLER  SCHOOL  SYSTEMS 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/manualartsforpubOOwhit 


The  Manual  Arts  for  Public  Schools. 


“The  Manual  Arts”  is  a general  terra,  which,  although  of 
comparatively  recent  origin,  is  being  used  quite  generally  to 
designate  collectively  the  different  lines  of  educational  handwork 
as  carried  on  in  the  schools  of  the  United  States.  Under  this 
heading  are  included  the  various  lines  of  manual  training,  draw- 
ing, design  and  the  household  arts,  domestic  science  and  domestic 
art.  Several  names  have  been  suggested  from  time  to  time  as  a 
general  title  for  this  prominent  phase  of  modern  school  work, 
among  them  that  of  Industrial  Art,  but  “The  Manual  Arts”  has 
met  with  more  general  approval.” 

This  movement  toward  unification  of  the  handwork  subjects, 
which  have,  until  recently,  been  taught  as  entirely  distinct 
branches  in  the  curriculum,  as  suggested  in  the  adoption  of  one 
general  name  for  all,  is  in  line  with  the  tendency  toward  a closer 
correlation,  and  even  unification  of  all  of  the  subjects  of  the  cur- 
riculum. There  has  been  too  much  emphasis  placed  on  the  in- 
dividual subjects  and  not  enough  on  those  things  which  are 
necessary  to  educate  properly,  regardless  of  what  they  are  or 
under  what  name  they  commonly  have  been  placed.  To  its 
credit  it  can  be  said  that  educational  handwork  in  the  schools  has 
had  considerable  influence  in  bringing  about  a closer  unification 
of  all  of  the  subjects  in  the  curriculum. 

The  important  thing  to  be  accomplished  is  the  education  of 
the  child — he  must  be  prepared  to  live  in  an  active,  progressive 
world;  not  to  live  merely,  but  prepared  to  take  an  active , intelli- 
gent part  in  those  affairs  which  make  up  his  environment.  As 
this  fact  is  more  fully  realized  the  curriculum  will  not  be  spoken 
of  as  over-crowded  with  its  many  isolated,  individual  subjects. 
Dr.  Frank  McMurray  says,  that  the  essentials  only  in  all  subjects,, 
regardless  of  what  their  names  may  be,  should  be  taught.  The 
essentials  are  pgcessary,  apd  there  is  time  far  them  ip  every  qpr- 
riculum, 


4 


THE  MIAMI  BULLETIN 


The  Manual  Arts  have  a content  value  of  sufficient  weight 
to  give  them  an  important  place  in  any  complete  educational 
scheme.  In  this  great  industrial  age  something  of  a knowledge 
of  the  realities  of  the  industries  is  essential  in  “a  culture  ap- 
propriate to  the  life  of  the  times.”  Emphasis  may  be  given  to 
the  content  value  of  the  Arts,  without  in  any  way  detracting  from 
the  mental  training  and  discipline,  the  motor  education,  the  op- 
portunities which  they  offer  for  self-expression  and  the  self-confi- 
dence and  independence  gained  through  them. 

In  the  elementary  school  the  general  educational  value  of  the 
Manual  Arts  is  of  first  importance.  Their  practical  value  must 
have  a second  place  here.  Alhough  many  of  the  larger  high 
schools  are  gradually  giving  more  prominence  to  the  Arts  as  vo- 
cational subjects,  even  here  their  general  educational  and  cultural 
value  can  never  entirely  yield  to  their  practical  side.  In  this 
connection,  Dr.  Nicholas  Murray  Butler  says:  “The  boy  who 
has  passed  through  the  curriculum  which  includes  Manual  Train- 
ing, will  make  a better  carpenter,  a better  draughtsman,  or  a 
better  metal  worker  than  he  who  has  not  had  the  benefit  of  that 
training.  But  it  is  also  true  that  he  will  make  a better  lawyer,  a 
better  physician,  a better  clergyman,  a better  teacher,  a better 
merchant — should  he  elect  any  one  ot  those  honorable  callings, 
and  all  for  the  same  reason,  namely:  that  he  is  a better  equipped 
and  more  thoroughly  educated  man  than  his  fellow  in  whose 
preparation  Manual  Training  is  not  included.” 

On  the  other  hand,  emphasizing  particularly  the  practical 
side,  we  have  this  excerpt  from  President  Roosevelt’s  message  to 
the  last  Congress:  “It  should  be  one  of  our  prime  objects  as  a 
nation,  so  far  as  feasible,  constantly  to  work  toward  putting  the 
mechanic,  the  wage-worker  who  works  with  his  hands,  on  a 
higher  plane  of  efficiency  and  reward,  so  as  to  increase  his  effect- 
iveness in  the  economic  world,  and  the  dignity,  the  remuneration 
and  the  power  of  his  position  in  the  social  world.  Unfortunately, 
at  present,  the  effect  of  some  of  the  work  in  the  public  schools  is 
in  exactly  the  opposite  direction.  If  boys  and  girls  are  trained 
merely  in  literary  accomplishments,  to  the  total  exclusion  of  in- 
dustrial, manual  and  technical  training,  the  tendency  is  to  unfit 
them  for  industrial  work  and  to  make  them  reluctant  to  go  into 
it,  or  unfitted  to  do  well  if  they  do  go  into  it.  This  is  a tendency 
which  should  be  strenuously  combated.  Our  industrial  develop- 
ment depends  largely  upon  technical  education,  including  in  this 
term  all  industrial  education,  from  that  which  fits  a man  to  be  a 


the  manual  arts 


5 


good  mechanic,  a good  carpenter,  a good  blacksmith,  to  that 
which  fits  a man  to  do  the  greatest  engineering  feat.  The  skilled 
mechanic,  the  skilled  workman  can  best  become  such  by  technical- 
industrial  education,  in  international  rivalry  this  country  does 
not  have  to  fear  the  competition  of  pauper  labor  as  much  as  it 
has  to  fear  the  educated  labor  of  specially  trained  competitors; 
and  we  should  have  the  education  of  the  hand,  eye  and  brain 
which  will  fit  us  to  meet  such  competition.” 

The  phenomenal  results  obtained  in  such  Manual  Training 
High  Schools  as  those  at  St.  Louis  and  Indianapolis,  which  have 
been  in  existence  for  a number  of  years,  supplemented  by  those 
obtained  in  scores  of  other  schools  of  the  same  high  grade  but  of 
more  recent  establishment,  fully  justify  their  existence  and  rapid 
growth.  Today  practically  every  city  of  any  size  either  has  its 
separate  Manual  Training  High  School  or  is  giving  due  promi- 
nence to  the  Manual  Arts  in  its  regular  high  schools. 

While  in  these  larger  centers  of  secondary  learning  the  re- 
sults usually  have  been  excellent,  nevertheless  in  many  instances 
the  cost  of  carrying  on  the  work  there  has  been  very  great — often 
needlessly  so.  Their  expensive  equipments  and  cost  of  mainte- 
nance and  of  providing  thoroughly  trained  teachers  have  had  a 
discouraging  effect  on  the  school  officials  of  many  of  the  smaller 
cities,  towns  and  villages,  and  the  result  has  been  that  in  many 
a field  ripe  for  the  work  a beginning  has  not  been  made. 

However,  superintendents  and  principals,  in  rapidly  in- 
creasing numbers,  in  these  smaller  school  systems,  are  beginning 
to  realize  that  large  equipments  and  great  expenditures  of 
money  are  not  essential  to  profitable  work.  They  have  started 
the  work  at  little  or  no  cost  to  school  boards  and  good  results 
have  been  obtained  in  many  instances. 

Until  recently,  in  most  of  the  school  systems,  the  work  in 
the  Manual  Arts  has  had  its  beginning  in  the  high  school,  later 
been  introduced  in  the  upper  grammar  grades,  and  finally 
reached  the  primary  grades.  It  is  a satisfaction  to  note,  how- 
ever, that  a change  is  gradually  taking  place  and  the  primary 
school  is  being  made  the  starting  point.  This  is  as  it  should  be 
and  is  entirely  consistent  with  the  nature  of  the  educational 
value  of  the  Arts.  A beginning  in  the  lower  grades  where 
the  cost  is  insignificant  should  later  be  followed,  as  conditions 
warrant,  by  work  in  the  upper  grades,  and  finally  in  the  high 
school. 

The  schools  of  Ohio,  in  common  with  those  of  other  states, 


6 


THE  MIAMI  BULLETIN 


are  rapidly  awakening  to  the  value  of  the  Manual  Arts  in  a well- 
balanced  school  course,  and  superintendents  and  principals  are 
seeking  the  best  methods  of  making  educational  handwork  a 
vital  part  of  their  curricula. 

The  Ohio  State  Normal  College  of  Miami  University, 
standing  for  what  it  believes  to  be  the  best  interests  of  the  com- 
mon schools  of  the  state,  has  seen  the  demand  for  teachers  pre- 
pared to  teach  the  Manual  Arts.  Therefore  it  has  established 
the  department  of  Manual  Arts.  At  present  this  department  is 
giving  a number  of  courses  in  drawing,  design  and  manual  train- 
ing. As  soon  as  possible  it  is  the  intention  to  furnish  instruc- 
tion in  domestic  science  and  domestic  art. 

The  work  of  instruction  in  this  department  is  along  two 
general  lines:  First,  to  provide  several  courses  in  the  Arts  for  all 
regular  students  in  the  Normal  College,  which  they  are  required 
to  take  before  receiving  the  State  Diploma;  secondly,  to  furnish 
a number  of  courses  of  sufficient  intensity  and  broad  enough  in 
scope  to  prepare  thoroughly  special  teachers  and  supervisors  for 
these  lines  of  work. 

All  regular  students  are  required  to  take  several  courses  in 
educational  handwork;  first,  because  this  work  is  considered  of 
sufficient  general  educational  value  to  warrant  a place  in  the 
preparation  of  every  teacher;  secondly,  students  thereby  gain 
some  knowledge  of  the  subject  matter  and  methods  of  a very  im- 
portant part  of  the  present  educational  scheme;  and  thirdly,  the 
students  are  thus  prepared  to  teach  the  Arts  under  the  direction 
of  a supervisor  or  even  to  make  a beginning  in  teaching  them 
without  this  assistance. 

Several  two-year  courses  are  given  for  the  purpose  of  train- 
ing special  teachers  and  supervisors  for  Drawing  and  Manual 
Training  in  the  public  schools.  These  courses  require  the  full 
time  of  the  student  for  two  years,  and  a Diploma  is  granted  when 
a course  is  completed. 

In  addition,  a number  of  courses  are  given  during  the 
Teachers’  Special  Term  in  the  Spring  and  during  the  Summer 
Term,  which  afford  opportunities  for  superintendents,  principals 
and  teachers  to  gain  considerable  knowledge  of  the  different  lines 
of  the  Manual  Arts. 

This  department  is  especially  interested  in  the  problem  of 
making  the  Manual  Arts  an  important  part  of  the  curriculum  in 
every  village,  town  and  small  city  school.  If  the  Arts  are  es- 
sential to  a complete  education,  the  education  of  the  boy  and  girl 


THE  MANUAL  ARTS 


7 


who  happen  to  be  in  a small  school  system,  should  include  them 
as  well  as  that  of  the  pupil  in  the  large  city  system.  Large,  well- 
equipped  rooms  and  special  teachers  are  often  out  of  the  question 
in  the  smaller  schools.  But  considerable  valuable  handwork  can 
be  done  with  little  equipment  in  the  regular  class  room  and  by 
the  regular  grade  teacher 

The  handwork  in  the  primary  grades  should  always  be 
taught  by  the  regular  grade  teachers.  If  they  can  work  under 
the  direction  of  a special  teacher  so  much  the  better,  but  the 
regular  teacher  is  the  only  person  who  can  make  the  Arts  have 
that  vital  relation  to  the  rest  of  the  curriculum  that  they  should. 
In  these  grades  no  special  room  is  necessary  or  even  desirable. 
Simple  equipments  for  the  work  may  be  kept  in  each  room  or 
one  equipment  may  be  moved  easily  from  one  room  to  another, 
as  it  is  required,  thereby  materially  reducing  the  cost  of  the 
work. 

The  materials  which  may  be  used  in  the  handwork  of  the 
primary  grades  are  many.  But  a few,  wisely  selected  and  de- 
pendent as  to  kind,  largely  on  those  with  which  the  teacher  is 
familiar  and  those  capable  of  manipulation  by  the  young  children, 
are  sufficient.  Many  natural  materials,  such  as  clay,  grasses, 
bark,  twigs,  etc.,  are  available  and  the  pupils  will  be  glad  to  col- 
lect them;  also  in  the  primary  grades  no  set  course  of  models  is 
at  all  desirable.  The  handwork,  closely  related  as  it  should  be  to 
the  general  work  of  the  school,  finds  many  points  of  contact 
with  it.  Correlation,  for  the  sake  of  correlation,  where  there  is 
no  natural  relation,  is  a waste;  to  force  handwork  into  lessons 
where  there  is  no  occasion  for  it  and  where  no  good  results  will 
follow,  is  making  it  a mere  fad.  But  the  resourceful  teacher  will 
find  many  opportunities  for  making  handwork  so  vital  a factor  in 
the  teaching  of  number,  nature  study,  history  and  reading,  that 
the  child  will  have  a better  understanding  of  them. 

In  the  grammar  grades  and  high  school  it  is  advisable  to 
have  a specially  equipped  room,  and  necessary  to  have  a teacher 
who  has  had  some  special  training  in  the  Manual  Arts.  Where 
the  services  of  a special  teacher  are  not  available  because  of  lack 
of  funds,  the  principal  of  the  building,  or  one  member  of  the 
teaching  corps,  may  prepare  himself  to  take  charge  of  the  classes 
in  handwork  by  attending  a good  Summer  School  for  one  ox 
more  sessions. 

Usually  in  every  corps  there  is  at  least  one  teacher  who  has 
given  some  thought  to  Manual  Training,  In  addition  he  has 


8 


THE  MIAMI  BULLETIN 


some  practical  knowledge  of  tools  and  their  use.  Attendance  at 
a Summer  School  where  he  may  devote  his  entire  time  to  the 
subject,  gaining  ideas  as  to  the  pedagogical  aspect  of  the  subject 
and  the  best  methods  to  follow  in  order  to  make  his  work  most 
effective,  will  enable  him  to  make  a beginning  in  his  school. 

If  it  is  desired  to  provide  separate  work  in  the  grammar 
grades  and  high  school  for  the  boys  and  girls,  an  arrangement 
similar  to  that  made  to  provide  instruction  in  Manual  Training 
may  be  made  with  one  of  the  women  teachers  to  teach  Domestic 
Art.  The  equipment  for  this  subject  is  very  inexpensive  and  no 
separate  room  is  required.  Very  little  satisfactory  work  in  Do- 
mestic Science  can  be  done  without  a special  room  and  consider- 
able equipment.  The  Drawing  and  Design  require  little  equip- 
ment and  no  special  room.  (Of  course,  special  rooms  and  large 
equipments  are  exceedingly  helpful  in  all  of  these  subjects,  but 
they  are  not  necessary  to  the  accomplishment  of  some  excellent 
results.)  If  possible,  the  Drawing  and  Design  should  be  taught 
by  the  Manual  Training  or  Domestic  Art  teacher,  or  both,  in 
order  that  very  close  relations  may  be  maintained  between  the 
subjects. 

To  provide  separate  handwork  for  the  boys  and  girls  in  the 
upper  grammar  grades  and  high  school  is  the  custom,  and  no 
doubt  is  best  if  funds  are  available  for  the  two  equipments  and 
separate  teachers.  Emphasis  placed  upon  freehand  drawing  and 
the  household  arts  in  the  education  of  the  girls  and  similar  em- 
phasis upon  mechanical  drawing  and  tool  work  of  various  kinds 
for  the  boys  is  in  keeping  with  the  natural  activities  and  inclina- 
tions of  these  two  classes  of  students.  But  this  differentiation  of 
work  is  of  more  consequence  when  the  practical  side  of  the 
Manual  Arts  is  considered.  Manual  Training  has  almost  equal 
general  educational  value  for  boys  and  girls.  Girls  like  to  work 
with  tools  in  wood  and  metal,  many  of  them  preferring  such 
work  to  work  in  the  household  arts. 

Freehand  drawing,  design,  the  making  of  working  drawings 
and  bench  work  in  wood  make  an  excellent  course  in  the  Manual 
Arts  for  both  boys  and  girls  in  the  grammar  grades  and  first  year 
of  high  school.  Such  a course  is  especially  advised  when  separate 
equipments  are  not  available.  Later  in  the  course  for  the  girls 
some  work  in  applied  design  in  leather  and  sheet  metal  (not  re- 
quiring much  equipment)  will  come  in  to  advantage  to  supplement 
the  work  in  drawing. 

The  day  is  past  when  a man  who  has  simply  the  education 


the:  manual  arts 


9 


necessary  to  make  a good  mechanic  and  who  has  not  had  the  ex- 
perience and  professional  training  essential  to  make  a good 
teacher,  should  be  considered  a suitable  person  to  be  put  in 
charge  of  manual  training  classes.  The  qualifications  necessary 
for  the  mechanic  and  the  teacher,  if  combined,  form  an  excellent 
foundation  for  special  training  in  the  methods  of  Manual  Train- 
ing. Often  a successful  teacher,  having  some  experience  in  the 
use  of  tools,  has  made  an  excellent  beginning  in  teaching  Manual 
Training.  But  usually  such  an  one  has  the  foresight,  before  he 
advances  very  far  with  the  work,  to  take  some  special  training. 
Each  line  of  educational  handwork  has  a large  content — subject 
matter  which  must  be  studied  and  thoroughly  understood — and 
special  methods  of  presentation  which  must  be  mastered  before 
the  greatest  success  is  assured.  Mere  technical  skill  is  not  suf- 
ficient. 

A ' cut  and  dried' ’ course  of  study  is  even  of  less  value  in  the 
Manual  Arts  than  in  other  subjects  in  the  curriculum,  because 
local  conditions  should  have  so  much  weight  in  shaping  the  hand- 
work courses  and  school  conditions  change  from  year  to  year.  A 
course  good  for  one  school  may  not  be  what  is  needed  in  another 
school;  a course  meeting  the  requirements  one  year  may  not  do 
so  in  the  same  school  another  year. 

Published  courses  of  study  worked  out  in  all  details  have 
little  value  except  as  furnishing,  possibly,  some  suggestive  mat- 
ter for  the  discriminating  teacher.  The  only  course  which  will 
meet  the  requirements  of  any  school  is  one  which  has  been 
planned  by  a teacher  thoroughly  familiar  with  local  school  and 
community  conditions.  Courses  given  in  other  schools  should  be 
consulted  and  used  as  suggestive  material,  but  they  should  not 
be  followed  in  any  particular  unless  they  meet  local  school  con- 
ditions. 

All  work  in  construction  should  be  preceded  by  a careful 
designing  of  the  object  to  be  made,  after  which,  in  most  instances, 
a working  drawing  should  be  made.  If  properly  carried  out 
probably  the  results  will  not  be  exactly  the  same  in  the  case  of 
any  two  pupils,  for  each  should  put  as  much  of  himself  into  the 
work  as  possible.  No  project  too  difficult  for  him  to  do  the  work 
himself  should  be  assigned  a pupil;  neither  should  it  be  so  easy 
that  he  does  not  have  to  give  it  considerable  careful  thought. 

In  the  introduction  of  Manual  Training  in  the  grammar 
grades  and  high  school,  of  the  smaller  school  systems  especially, 
in  addition  to  the  problem  of  how  to  provide  for  the  necessary  in- 


IO 


THE  MIAMI  BULLETIN 


struction,  a second  problem  is  that  of  finding  a suitable  room. 
An  unused  basement  room  is  found  in  almost  every  school  build- 
ing. Often  with  little  or  no  expense  this  room  can  be  put  in 
condition  for  the  work  in  Manual  Training.  The  unused  and 
often  almost  forgotten  basement  room  has  proved  the  salvation 
of  Manual  Training  in  many  a school  system.  As  plenty  of  light 
is  necessary  sometimes  an  extra  window  or  two  may  have  to  be 
provided,  or  a cement  floor  may  have  to  be  laid.  Care  will  have 
to  be  exercised  in  providing  against  dampness,  or  otherwise  the 
tools  will  rust  and  the  supply  of  lumber  be  kept  in  too  damp  a 
condition  to  be  satisfactory  for  use. 

After  basement  rooms  (which  are  used  for  Manual  Training 
purposes  in  hundreds  of  schools)  the  attic  has  often  furnished  a 
place  for  the  work.  It  is  very  unfortunate  that  in  planning 
school  buildings  architects  have,  in  so  many  instances,  failed  to 
provide  for  a utilization  of  the  entire  building.  Many  large  attics, 
dry  and  easily  heated,  would  make  excellent  rooms  for  work  in 
all  lines  of  the  Manual  Arts  if  only  the  building  plans  had  pro- 
vided for  windows.  Fortunately,  in  some  of  these  large  spaces, 
windows  may  later  be  cut  at  comparatively  small  expense. 

The  matter  of  equipment  next  enters  into  the  calculation  of 
ways  and  means.  Drawing,  Design,  Domestic  Art,  and  some  of 
the  applied  art  in  metal,  leather,  etc.,  may  be  done  with  excellent 
results  with  little  expense  for  equipment.  Some  profitable  work 
in  Domestic  Science  may  be  done  with  an  equipment  consisting 
of  several  kitchen  tables,  a cooking  stove  and  a few  dishes.  But 
a more  complete  equipment  is  desirable. 

As  bench  work  in  wood  usually  occupies  the  most  prominent 
place  in  work  in  the  Manual  Arts,  and  as  the  equipment  for  this 
work  is  often  found  to  be  quite  expensive,  it  is  the  cost  of  equip- 
ment for  this  work  that  most  school  authorities  are  particularly 
interested  in.  The  equipment  for  this  work  may  be  very  elabo- 
rate and  complete  and  therefore  quite  expensive.  But  good 
work  is  being  done  in  many  schools  on  benches  made  by  the 
teacher  and  the  pupils,  and  with  a few  tools  secured  by  means  of 
entertainments,  or  brought  from  home  by  the  pupils.  In  other 
schools  the  board  has  given  only  fifty  to  one  hundred  dollars,  and 
a beginning  has  been  made. 

If  enough  equipment  can  be  secured  to  make  a start,  the 
pupils  will  become  so  interested  in  the  work,  and  through  them 
the  parents,  that  the  board  will  usually  find  a way  to  add  to  the 
original  equipment,  Estimates  for  several  equipments  are  given 


THE  MANUAL  ARTS 


ii 

below  in  the  hope  that  they  will  be  helpful  in  two  ways  to  school 
authorities  wishing  to  start  work  in  Manual  Training.  First,  the 
less  expensive  equipments  show  what  can  be  done  for  a very 
small  amount  of  money;  secondly,  the  proper  tools  and  good 
makes  of  the  same  are  listed  in  the  different  equipments  sug- 
gested, showing  what  can  be  done  with  different  expenditures. 
Even  if  only  a few  dollars  are  available  it  is  better  to  buy  a few 
good  tools  than  a greater  number  of  poor  ones.  Good  tools  are 
always  good  and  the  equipment  can  be  added  to  from  time  to 
time;  poor  tools  will  not  do  good  work  even  when  they  are  new, 
and  they  will  have  to  be  thrown  away  soon. 

$50  Equipment  for  12  or  More  Pupils. 

2 benches,  3 ft.  wide  and  10  to  12  ft.  long,  made  by  instruct- 
or and  students;  material  used,  yellow  pine,  2 in.  thick;  12  iron 
bench  screws  for  vises  for  above  benches. 

6 Bailey  adjustable  iron  jack  planes,  14  in.;  2 Bailey  ad- 
justable iron  block  planes,  6 in.;  6 Bishop  back  saws,  10-inch, 
blades;  6 Buck  Bros.  % in.  firmer  chisels;  6 chisels  % in.;  6 
rosewood  handled  try  squares,  6 in.;  6 beechwood  marking 
gauges;  4 Bailey  iron  spoke  shaves:  3 bradawls;  1 varnish  brush; 
12  Swedish  sloyd  knives;  6 Hammond  bell  face  claw  hammers;  3 
champion  pattern  screw  drivers,  3-in  blade;  4 wing  dividers,  6-in.; 
4 half  round  cabinet  files,  8-inch;  1 Bishop  No.  7 20-in.  cross  cut 
saw  and  1 same  grade  rip  saw;  2 coping  saws  with  2 doz.  blades; 
1 sliding  T bevel;  2 Buck  Bros,  firmer  gouges,  i-in.,  outside 
bevel;  2 plain  braces,  8-in.  sweep;  1 set  gimlet  bits,  4-32  to  8-32; 
3 Russell  Jennings  auger  bits,  1 each  of  /s,  and  $/%  in.;  1 rose 
countersink;  2 Pratt’s  knurled  nail  sets;  6 wood  hand  screws,  7 
in  opening;  1 oil  stone  and  oil  can. 

$100  Equipment  For  10  to  20  Pupils. 

10  single  manual  training  benches,  each  provided  with  2 
wooden  vises  ( these  benches  can  be  purchased  at  about  $6  each, 
complete).  The  tools  as  listed  under  “$50  Equipment”  with  the 
addition  of  4 Bailey  adjustable  iron  jack  planes. 

$200  Equipment  For  12  to  24  Pupils. 

12  single  manual  training  benches  with  2 wooden  vises  ($6 
each  complete);  12  Bailey  adjustable  iron  jack  planes,  14-iu.;  6 
Bailey  adjustable  iron  block  planes  6 in.;  12  Bishop  back  saws, 
10-inch  blades;  24  Buck  Bros,  chisels,  12  % in.,  6 in.,  3 ^4  in., 
3 S/s  in.;  12  rosewood  handled  try  squares,  7 x/2  in.;  12  maple  i-foot 


12 


¥HE  MIAMI  BULLION 


rules;  12  beechwood  marking  gauges;  12  iron  spoke  shaves;  12 
hickory  mallets;  12  sloyd  knives;  12  Hammond  bell  face  claw 
hammers,  13  oz  ; 12  champion  pattern  screw  drivers,  4-in.  blades; 
12  wing  dividers,  6-in.;  12  half  round  cabinet  files,  8-in.;  1 foot 
power  grindstone;  3 Bishop  cross  cut  saws,  No.  90,  20-in.;  3 rip 
saws  of  same  grade;  1 steel  framing  square;  1 new  Langdon 
mitre  box  improved;  2 14-in.  turning  saws;  6 coping  saws,  4-in. 
deep,  and  6 doz.  blades;  4 sliding  T bevels,  6-in  ; 4 Buck  Bros, 
firmer  gouges,  i-in.,  outside  beveled;  4 plain  Barber  braces,  8-iu. 
sweep;  1 set  Russell-Jennings  auger  bits;  1 set  German  gimlet 
bits;  2 Rose  countersinks;  2 Buck  Bros,  screw  driver  bits;  4 cup 
point  knurled  nail  sets:  4 brad  awls;  12  wood  hand  screws,  8}4- 
in.  opening;  1 kerosene  glue  heater  and  brush;  2 India  oil  stones 
in  cases;  2 oil  slips;  1 oil  can;  2 straight  cabinet  scrapers;  2 swan 
neck  scrapers;  2 varnish  brushes;  12  bench  brushes;  2 whisk 
brooms;  24  drawing  boards,  pine,  12-in.  x 17-inch.;  24  wooden  T 
squares;  12  45 0 wooden  triangles,  6-in.;  12  30-60°  wooden  tri- 
angles, 8 in.;  24  excelsior  pencil  compasses. 

$300  Equipment  For  18  to  24  Pupils. 

Reduce  “$400  Equipment”  (which  follows)  by  the  following 
substractions : 

6 manual  training  benches;  6 jack  planes;  12  block  planes; 
6 i-in.  chisels;  6 ^-in.  chisels;  6 try  squares;  6 rules; 
6 marking  guages,  12  spoke  shaves;  change  24  lignumvitae 
mallets  to  12  hickory  mallets;  6 hammers;  12  screw  drivers;  6 
wing  dividers;  12  cabinet  files;  1 Eandon  mitre  box;  1 beading, 
etc.,  plane;  1 set  auger  bits;  12  8^ -inch,  wooden  hand  screws;  6 
1 2-in.  hand  screws;  6 bench  brushes. 

$400  Equipment  For  24  Pupils. 

24  single  manual  training  benches,  each  provided  with  two 
wood  vises;  24  Bailey  adjustable  iron  jack  planes,  14-in;  24  Bailey 
adjustable  iron  block  planes,  6-in.;  24  Bishop  back  saws,  No.  8, 
1 2-in.  blade;  24  Buck  Bros.  i-in.  firmer  chisels;  24  Buck  Bros. 
in.  firmer  chisels;  24  iron  handled  try  squares,  8-in.;  24  two  feet, 
two  fold  rules,  circle  joint  bound;  24  boxwood  marking  gauges; 
24  Bailey  iron  spoke  shaves;  24  lignumvitae  mallets;  24  sloyd 
knives;  24  Hammond  bell  face  claw  hammers,  13  oz.;  24  champion 
pattern  screw  drivers,  4-in.  blade;  24  wing  dividers,  6-in.,  24  half 
round  cabinet  files,  8-in.;  1 foot  power  grindstone;  4 Bishop  cross 
cut  saws,  No.  90,  20-in.;  4 Bishop  rip  saws,  No.  90,  20-in.;  2 


THE  MANUAL  ARTS 


13 


steel  framing  squares;  1 new  Eangdon  mitre  box  improved,  No. 
28;  4 14-in.  turning  saws;  1 glass  cutter;  6 coping  saws,  4-in 
deep,  and  6 doz.  blades;  2 coping  saws,  8 in.  deep,  and  2 doz. 
blades;  1 Stanley  adjustable  beading,  rabbet  and  matching 
plane;  6 eureka  flush  bevels,  6-in.;  2 each  of  j4, 

^4,  Y\  and  in.  Buck  Bros,  firmer  chisels;  6 each  of  and 
1 -in.  Buck  Bros,  firmer  gouges,  outside  beveled;  1 set  Buck  Bros, 
carving  tools,  12  tools;  6 Buck  Bros,  carving  tools.  No.  n,  j4-in.; 
4 Barber  improved  plain  braces,  8-in.  sweep;  1 Barber  improved 
ratchet  brace,  10-in.  sweep;  2 sets  Russell  Jennings  auger  bits;  1 
Clark’s  pattern  expansion  bit  No.  2;  1 set  Pratt’s  German 

pattern  gimlet  bits;  3 Rose  countersinks;  2 Buck  Bros,  screw 
driver  bits;  6 Pratt’s  knurled  cup  point  nail  sets:  6 brad  awls 
handled;  1 Nicholson  file  card  and  brush;  1 plain  inside  caliper, 
6-in;  1 plain  outside  caliper,  6-in;  1 Buck  Bros,  draw  knife,  10-in. 
blade;  3 whisk  brooms;  24  wood  hand  screws,  8 in.  opening; 
12  wood  hand  screws,  12-inch  opening;  1 kerosene  glue  heater,  1 
qt.,  capacity,  and  brush;  1 India  oil  stone  in  iron  case,  8x2x1 
medium;  1 oil  stone,  same  size,  fine;  4 assorted  India  oil  slips;  2 
oil  cans,  “copperized” ; 2 straight  cabinet  scrapers;  2 swan  neck 
scrapers;  5 i-in  varnish  brushes;  24  bench  brushes;  24  draw- 
ing boards,  white  pine,  I2xi7-in.;  24  wooden  T squares;  12  450 
wooden  triangles,  6-in.;  12  30°-6o°  wooden  triangles,  8-in.;  24  ex- 
celsior pencil  compasses. 

$500  Equipment  For  24  Pupils. 

In  the  “$400  Equipment,”  if  either  a Toles  or  Abernathy 
rapid  acting  iron  vise  be  placed  on  the  front  of  each  bench  in- 
stead of  the  regular  wooden  vise  the  cost  of  the  equipment  will 
approximate  $500. 

The  more  complete  of  the  above  equipments  provide  for 
simple  work  in  mechanical  Drawing  as  well  as  Woodwork. 
Good  working  drawings  can  be  made  with  the  rather  inexpensive 
drawing  tools  listed  above.  Advanced  work  would  require  in  ad- 
dition a set  of  instruments  for  each  student.  A set  entirely 
satisfactory  for  high  school  use  may  be  purchased  for  $2.  But 
the  use  of  such  instrumeuts  as  those  listed  in  the  equipments 
above  is  advised  for  work  below  the  high  school. 

The  cost  of  material  for  the  different  lines  of  work  in  the 
Manual  Arts  is  a very  variable  quantity  in  different  schools.  The 
handwork  in  the  first  four  grades  need  not  cost  more  than 
ten  cents  per  pupil  per  year  and  even  less  if  considerable  natural 


14 


THE  MIAMI  BULLETIN 


material  is  used.  Often  most  of  the  material  for  the  work  in 
these  grades  is  brought  by  the  pupils  at  no  expense  to  the  school. 

The  material  for  Drawing  and  Domestic  Art  throughout  all 
of  the  grades  is  very  inexpensive  and  is  often  furnished  by  the 
pupils.  Tittle  good  work  can  be  done  in  Domestic  Science  where 
each  student  does  individual  laboratory  work  at  a less  cost  than 
from  two  to  five  cents  per  pupil  per  lesson.  The  cost  of  bench 
work  in  wood  ranges  in  different  schools  from  25  cents  to  50  cents 
per  capita  per  year.  For  the  lower  grammar  grades  the  smaller 
figure  is  sufficient,  while  for  the  eighth  grade  and  high  school 
probably  40  to  50  cents  will  be  found  necessary.  However,  even 
in  this  work,  the  pupils  will  willingly  bring  boxes  and  other 
wood  from  home  to  supplement  the  supply  at  school,  thereby  re- 
ducing the  cost  of  maintenance. 

Another  phase  of  the  Manual  Arts  problem  which  is  receiv- 
ing considerable  attention  at  the  Normal  College,  is  “what  can 
be  done  in  the  rural  schools?’  ’ Certainly  considerable  can  be 
done  in  the  consolidated  school  or  in  a school  where  there  are 
several  teachers.  But  in  the  one-room  school  with  one  teacher 
who  has  his  hands  more  than  full  with  the  business  of  hearing 
twenty  to  thirty  recitations  each  day  the  question  is  a more 
serious  one.  But  the  day  is  rapidly  approaching  when  it  will  be 
seen  that  there  are  essentials  and  non-essentials  in  the  present 
curriculum  of  the  rural  school.  A need  will  be  felt  for  the 
Manual  Arts  and  Elementary  Agriculture  (which  are  closely  re- 
lated in  their  aims  and  methods)  and  they  will  be  considered 
necessary  in  the  education  of  the  rural  boy  and  girl. 

But  under  present  conditions  probably  most  of  the  handwork 
will  have  to  be  done  at  odd  moments  during  the  day — before  and 
after  regular  school  hours,  at  recess  periods,  etc.  The  work  may 
profitably  be  of  a very  practical  nature.  The  boys  can  make 
many  articles  of  use  in  and  about  the  school  building,  small 
pieces  of  furniture  for  their  homes  and  learn  to  do  many  jobs  of 
repairing  about  the  house  and  farm.  Instruction  in  the  House- 
hold Arts  will  at  all  times  be  of  practical  use  to  the  girls. 

One  of  the  rural  schools  near  Oxford  has  been  selected  as  an 
observation  school  for  those  taking  the  Township  Teachers’ 
Course.  A small  equipment  for  wood-working  has  been  placed 
in  this  school.  (This  equipment  is  given  below).  The  teacher 
of  this  school,  with  other  township  teachers,  has  been  taking 
work  in  Manual  Training  on  Saturdays  at  the  Normal  College. 


THE  MIAMI  BULLETIN 


15 


Great  enthusiasm  for  this  work  is  being  manifested  at  these 
schools.  Later  it  is  the  intention  to  make  a report  of  the  work 
done  there. 

Equipment  Costing  $32. 

2 single  Manual  Training  benches,  with  two  wooden  vises  on 
each;  2 14-in.  Bailey  adjustable  iron  jack  planes;  2 iron  block 
planes;  2 20-in.  Bishop  cross-cut  saws;  2 20-in.  Bishop  rip  saws; 
2 10-inch  Bishop  back  saws;  2 coping  saws  and  2 doz.  blades;  2 
8-in.  iron  try  squares;  2 beech  wood  marking  gauges;  2 iron 
spoke  shaves,  2 Buck  Bros.’  i-in.  firmer  chisels;  2 Buck  Bros.’ 
1 -4-in.  firmer  chisels;  2 Sloyd  knives;  2 Spoffard  braces;  2 claw 
hammers;  2 1-2-in.  Jennings  Auger  bits;  1 set  of  German  gimlet 
bits;  2 4-in.  screw  drivers;  2 Rose  countersinks;  2 nail  sets; 
2 8-in.  half-round  cabinet  files;  2 6-in  winged  dividers. 

In  addition  to  the  work  of  instruction  along  the  several  lines 
indicated  above,  the  department  of  Manual  Arts  stands  ready  to 
be  of  what  assistance  it  may  to  school  officials  who  are  contem- 
plating putting  educational  handwork  in  their  schools,  or  who 
wish  to  make  work  already  started  more  efficient. 

Detailed  information  regarding  courses  of  study  in  the 
Manual  Arts  is  found  in  the  catalogue  of  Miami  University  for 
1906-7.  Also  courses  given  during  the  Teachers’  Special  Term, 
May  16  to  Aug. 2,  and  Summer  Term,  June  25  to  Aug.  2,  1907, 
are  explained  in  the  Special  Summer  Term  Announcement. 
The  Catalogue  and  Summer  Term  Announcement  will  be  sent  on 
application  to  Dean  H.  C.  Minnich,  of  the  State  Normal  College 
of  Miami  University. 


Fred  C.  Whitcomb. 


